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ENGLISH LANGUAGE ARTS

Media Design Production

Unit 3 - Advertising

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Course Philosophy

Visual Design Production will give students the basic production skills for various media applications. Students

will learn the basic elements of creative media production skills, including photography, Graphic Design, Film

Editing as well as commercial art applications to apply such skills. Students will understand the fundamentals and

print design, from photography to layout. The media literacy skills will educate students in creating various

graphic designs as well as emphasis on creative technology (photography software, Adobe Photoshop, InDesign

and Illustrator). Due to the explosion of visual arts careers (and the need for writers to understand the basics of

design applications), students will be prepared for the ever-changing technologies of visual arts. Students will

receive the creative and technical art techniques to create designs for a diverse group of professional environments

including such industries as publishing, journalism, advertising and packaging and retail. During the class,

students will take part in an intensive design program that will teach them concept to layout. Students will learn the

basic principles of photography. In addition, they will learn both Photoshop and InDesign, industry standard page

photo and layout programs which integrate seamlessly with other Adobe Creative Suite programs. With Photoshop,

students will explore a wide range of selection and manipulation techniques, retouching tools applied to photos,

graphics, and videos. Design concepts also are explored in this class. InDesign will allow students to apply creative

freedom and productivity to page layout and production. The teachers are trained and will instruct students using

the production model philosophy with the use of the “I DO, WE DO, YOU DO” method of instruction. The

Standards are designed to provide a clear understanding of what students are expected to learn, so teachers and

parents know what they need to do to help them. The standards are designed to be robust and relevant to the real

world, reflecting the knowledge and skills that our young learners need for success in college and careers. It is our

goal to establish a community of learners to become productive citizens in society striving towards pursuing their

life-long goals. Through an enriching and rigorous education and with on-going support our students will be fully

prepared for the future and to compete successfully in the global economy.

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Pacing Chart

Unit Topics NJSLS

Unit 1- 8 Weeks in duration

Unit 2 – 20 Weeks in duration

Unit 3 – 7 Weeks in duration

Unit 1 Photography Rl.11‐12.7 , W.11‐12.2

CPR4, CPR6,CPR12

W.11-12.4B, W.11-12.4D

W.11-12.5

Unit 2 Production Rl.11‐12.7 ,W.11‐12.2

LS.11‐12.5,6, RI.9.3

CPR4, CPR6,CPR12, W.11-12.4B

W.11-12.4D, W.11-12.5

Unit 3 Advertisement W.11-12.4B, W.11-12.4D

W.11-12.5, Rl.11‐12.7

W.11‐12.2, CPR4, CPR6,CPR12

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Methods of Instruction Teacher Coaching

Individual and collaborative problem-solving & decision-making

Individual Instruction

Small group instruction

Peer tutoring

Guest Speakers

Training manuals and Online tutorials

Writing to learn

Making thinking visible

Note-taking

Establishing metacognitive reflection & articulation as a regular pattern in learning

Computer Design Modeling

Model (I Do), Guided Practice (We Do),

Independent Practice (You Do)

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Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.1, 8.1.12.C.1, 8.1.12.E.2, 8.1.12.F.1, 8.2.12.G.1

Technology Operations and Concepts

Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts

and graphs, and interpret the results.

Produce and edit a multi-page document for a commercial or professional audience using desktop publishing

and/or graphics software.

Creativity and Innovation

Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas

or a real world situation.

Communication and Collaboration

Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and

experts, and present ideas for feedback in an online community.

Research and Information Literacy

Predict the impact on society of unethical use of digital tools, based on research and working with peers and

experts in the field.

Critical Thinking, Problem Solving, Decision Making

Select and use specialized databases for advanced research to solve real-world problems.

The Designed World

Analyze the interactions among various technologies and collaborate to create a product or system demonstrating

their interactivity.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Interdisciplinary Connections

Model interdisciplinary thinking to expose students to other disciplines.

Interdisciplinary Connections:

The Journalism interdisciplinary concentration will teach you how to collect and write information regarding current events

and trends, issues and people for publication in a newspaper, magazine or Web site. The curriculum emphasizes writing skills,

but you will also learn about research, interviewing, editing, layout and design, and legal and ethical issues in journalism. A

good journalist is one who is broadly educated. You are encouraged to enhance your education by pursuing interests in

another discipline. For example, learning a foreign language might be the key to your career success. Do you want to pursue

photojournalism or advertising layout? You should explore classes in the digital arts department. Are you deeply concerned

about environmental issues? You might consider a minor in environmental studies. With an outside focus on economics or

political science, your career opportunities would expand in those areas. As a journalism student, your academic and

professional horizons are limited only by your imagination.

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Career Ready Practices Standards

CRP2, CRP4, CRP5, CRP6, CRP7, CRP8, CRP10, CRP11, CRP12

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the

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Career Ready Practices profitability of the organization.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

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Career Ready Practices upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Methods of Assessment

Participation:

Brainstorming sessions

Critiques

Verification

Attendance at and reporting on school events

Performance assessments:

Instructor’s observation of proper tool and material use

Achievement of Civic and social standards through demonstrated workplace skills

Portfolio Assessment - Portfolio consists of:

thumbnail assignments

design rough layouts

advertising documents

Completed/proofed pages and spreads as assigned

Completed departmental assignments, including, but not limited to, interviews, information sheets and planning guides

any copy written for sections

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Grade: 10-12 Journalism: Publication

& Production

Unit 1: News & News Writing and Journalistic

Responsibilities

Essential Focus Questions

• What is visual design? What are the basic principles of photography?

• How do you apply the basic Adobe Suite of Design Softwares to produce print designs?

• What is the role of print media and its impact on society?

• How does the eye perceive visual content?

How can layout choices impact content?

Outcome

• Students develop a deeper understanding of design and photography by creating layouts for newspaper, magazine and

out of home.

• Type stories using publishing software and embed photos and illustrations in text to enhance the design of the page.

• Use various graphic elements (typography, photographs, white space, copy, and elements of art) to enhance the

readability and attractiveness of the layout.

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Student Learning Objectives

Skills, Strategies & Concepts

NJSLS:

Rl.11‐12.7

W.11‐12.2

LS.11‐12.5,6

CPR4, CPR6,CPR12

Students will write and revise

multiple drafts of all writing.

Students will incorporate

verifiable research and accurate

reporting into all writing.

Students will understand layout and design principles for newspapers.

Students will analyze different media sources to identify examples and

characteristics of solid reporting.

Students will apply note-taking techniques to their work.

Students will investigate and apply basic news writing techniques.

Students will demonstrate editing and proofreading skills.

Student Learning Objectives

Skills, Strategies & Concepts

NJSLS :

RI.9.3

CPR4, CPR6,CPR12

Understand, practice, and learn

principals of good design.

Students will learn the following design terms:

Leading Lines Balance Headline Whitespace

Visual Artwork Lead Dominant

Freestyle Design Captions Gutter Photo

Photography Layout Columns Rule of Thirds

Typography

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NJSLS:

L.11-12.6 CPR4, CPR6,CPR12

Learn essential terminology

applicable to the journalism

field.

Students will learn and apply relate the following terms to their daily work:

Coverage External

Title Page Margins

Table of Contents Quotation

Index Ethics

Deadline Interview

Caption

Student Learning Objectives

Skills, Strategies & Concepts

NJSLS:

W.11-12.4B

W.11-12.4D

W.11-12.5

Develop a headlines and

captions. Discriminate between

effective and ineffective

captions.

Students will understand that captions should include names, stories, dates,

places, significance (5W’s/H).

Students will create captions for photos (newspaper people like to call them cut

lines).

Students will edit captions.

Students will develop compelling headlines that:

• Grab attention.

• Target a particular audience.

• Are specific.

• Generate a curiosity.

• Promote powerful benefits.

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Student Learning Objectives

Skills, Strategies & Concepts

NJSLS: CPR4, CPR6,CPR12

Students will make connections

between design and content.

Students will apply the principles, processes, and products associated with arts

and communication media to their work.

Students will synthesize how different media (e.g., documentaries, current affairs

programs, web pages) are structured to present a particular subject or point of

view.

Student Learning Objective Skills, Strategies, & Concepts

NJSLS: CPR4, CPR6,CPR12

Students will design spreads

that incorporate all the standard

rules of layout and design.

Students will apply layout terminology including basic design and photography

principles.

Students will utilize desktop publishing to produce a publication featuring their

own work and apply basic photography skills.

Students will demonstrate the ability to perform basic Photoshop techniques.

Students will understand production elements that contribute to the effectiveness

of a specific medium. For example:

Black-and-white footage implies documented truth

Set design suggests aspects of a character’s socio-cultural context

Caption writing formula

Lead-in/mini headline

Description of the action in present tense

Background information in the past tense

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RESOURCES FOR UNIT # 1-3 Below resources and text are used in listed order below.

The Career and Technical Education Partnership of New Jersey (CTEP) http://careertechpartners.org/

Media Smarts http://mediasmarts.ca/

The American Press Institute http://www.americanpressinstitute.org/

School Journalism http://www.schooljournalism.org/

Newspapers in Education http://www.nieworld.com/

Ads of the world: www.adsoftheworld.com (Website for students to search and review ads)

Principles of Photography: http://www.photographymad.com/pages/view/10-top-photography-composition-rules

Communication Arts: http://www.commarts.com/

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SAMPLE ACTIVITIES/LESSON STARTERS Layout and Design

Essential Question: What are the principles of print Advertising to create an effective ad campaign for a brand.

Students will learn how to:

-Create a brand identity

-How to create a positioning statement

-How to create a brand campaign and the components of an effective ad.

Materials: Camera, iPhoto, InDesign and Photoshop.

Activity 1: Understanding Brand Identity

-Students will research effective print ads on adsoftheworld.com. Teacher will go over the components of an effective ad (image, headline,

tagline, design, copy).

-Teacher will then go over the concept of brand identity (the personality of the product) and how to create a positioning statement (the space in

the consumers mind that the marketer would like to “own” for their product).

-Students will then go back to adsoftheworld.com and analyze an ad campaign, identifying its brand image (three adjectives that describes the

product or service) and the positioning (what they want consumers to think when they use their product).

Activity 2: Process of Creating an Ad Campaign

-Students will research products and brands and create their own Brand Identity buzz words (three adjectives that communicates the brand image

of the product).

-Once students have created a Brand Identity (three words), students will then write a positioning statement that markets their product.

-From the positioning statement, students will then create a tagline for the product

-Finally students will create a MOOD BOARD in InDesign that communicates the Brand Identity & positioning statement, through images.

Activity 3: Create a Print Campaign

-Students will then execute a print campaign (three ads with images, headlines and one tagline) that communicates the brand Identity of their

product. Students will use design software Photoshop and InDesign to execute their ads.

Assessments:

-For all of the activities above, students will present their work to the class, analyzing each critical component of the ad-making process.

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